An application of interpretive structural modeling in the field of special education

Interpretive structural modeling techniques are applied to analysis of the learning disabled. A 13-element diagnostic paradigm serves as the system to be modeled. Modeling is based on the judgments of a special education teacher. A digraph portrayal, resulting from a series of model-exchange isomorphisms, is developed that shows the disability configuration for each of 16 children. Advantages and disadvantages of the technique are discussed, along with possible extensions involving more sophisticated techniques.